Session Information
31 ONLINE 21 A, Linguistic Landscapes for Language Awareness: Teacher Perspectives from across Europe
Symposium
MeetingID: 884 5312 4501 Code: 8n5e0T
Contribution
Multilingual pedagogies are of paramount importance in developing students’ language awareness. In recent years, linguistic landscapes (LLs) have been exploited as a means to implement such pedagogies in fostering students’ awareness of linguistic relationships, language contact at individual and social levels, and language hierarchies (Krompák, 2018). In turn, language awareness can positively influence formal language learning. Therefore, it is crucial that teachers develop language awareness themselves (Andrews et al., 2018). In this presentation, we analyse the discursive materiality of tensions surrounding the implementation of multilingual pedagogies in the foreign-language classroom in Germany. To grasp and understand those tensions, we analyse two in-depth interviews with teachers of French who had implemented multilingual pedagogies based on the notion and the exploitation of LLs. This research considers LLs not just as the presence of languages around us, but as also representing the power and struggles of different linguistic communities in a given sociolinguistic environment (Jaworski & Thurlow, 2010). Some of our recent findings show that students, trainee teachers and teachers tend to reveal positive attitudes towards multilingual tasks based on the pedagogical exploitation of their surrounding LLs (authors anonymised for review, 2021). The present contribution presents a more in-depth content and discourse analysis of interviews (following Parker, 2014; Warriner & Anderson, 2017) carried out with two teachers of French in the city of Hamburg, Germany. Our analyses reveal that, despite implementing LL-oriented approaches, tensions still arise between long-practiced monolingual pedagogies and more open and diverse methods of foreign-language teaching. We will reveal: i) indicators of a monolingual mindset that continue to be reproduced in teachers’ discourses following the implementation of multilingual pedagogies; ii) how the tension between a monolingual and a multilingual mindset is framed by the teachers in terms of specific linguistic knowledge (French language) and specific didactic knowledge (teaching French). This contribution will allow us to reflect on the tensions characterising the relationship between teachers’ beliefs and actions in general, and in the field of multilingual pedagogies, more specifically.
References
Andrews, S. & Lin, A. (2018). Language Awareness and Teacher Development. In P. Garret & J. Cots (eds.), The Routledge Handbook of Language Awareness (pp. 57-74). Routledge. Jaworski, A. & Thurlow, C. (2010). Introducing Semiotic Landscapes. In A. Jaworki & C. Thurlow (Eds.), Semiotic Landscapes. Language, image, space. Continuum International Pub. Group. Krompák, E. (2018). Linguistic Landscape im Unterricht. Das didaktische Potenzial eines soziolinguistischen Forschungsfelds. Linguistic landscape in teaching. The pedagogical potential of a sociolinguistic research field. Beiträge Zur Lehrerinnen- Und Lehrerbildung, 36(2): 246–261. Parker, I, (2014). Discourse Dynamics. Critical Analysis for Social and Individual Psychology. Routledge. Warriner D., Anderson K.T. (2017). Discourse Analysis in Educational Research. In: King K., Lai YJ., May S. (Eds.) Research Methods in Language and Education. Encyclopedia of Language and Education (3rd ed.). Springer. https://doi-org.acces.bibl.ulaval.ca/10.1007/978-3-319-02249-9_22
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